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Under the direction of the Special Needs Co-ordinator all teachers have a responsibility for the teaching of pupils with special educational needs.
Mrs J Harrison – Special Educational Needs Co-ordinator
Mrs C Campbell – Literacy / Numeracy/ Curriculum Support
Mrs K Bell - Medical Co-ordinator
Special Needs - A Definition
The term “special educational needs” or “SEN” is defined in the relevant legislation as “a learning difficulty which calls for special educational provision to be made.” “Learning difficulty” means that a child has significantly greater difficulty in learning than the majority of children of comparable age, or has a disability which hinders his or her use of the kind of facilities generally provided in ordinary schools. “Special educational provision” means educational provision which is different from or additional to, provision made generally for children of comparable age.
We recognise that the definition of SEN embraces a breadth of learning difficulties varying in type, duration and severity. We recognise that special educational needs can arise as a result of:
specific learning difficulties
emotional and behavioural problems
sensory impairment: hearing/visual difficulties
speech and language difficulties
prolonged absence from school/erratic absence
adverse social or cultural circumstances
Arising from the school aims the following are relevant to children with special educational needs:
To ensure that all pupils with SEN are identified and assessed as early as possible and as quickly as is consistent with thoroughness
To allow all pupils with SEN to have access to the Northern Ireland Curriculum at a level appropriate to their age, aptitude, ability and attainment
To develop a good self-concept in all children with special needs, enhancing self confidence, self-esteem and self image
To maintain an effective system of assessment, record-keeping and evaluation
To promote effective communications between principal, teachers, governors, parents and external agencies
To encourage parents and persons with parental responsibility to recognise the central role they play in the education of their children and to foster a proper partnership between parents and school
Structure of SEN
Special Educational Needs adopts a staged approach as consistent with the Code of Practice
The Five Stage Model
Stage 1 Teachers identify and register a child’s SEN and, consulting the school’s SENCO, take initial action.
Stage 2 The SENCO takes lead responsibility for collecting and recording information and for co-ordinating the child’s special educational provision, working with the child’s teachers.
Stage 3 Teachers and the SENCO are supported by specialists from outside the school.
Stage 4 The Board considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment.
Stage 5 The Board considers the need for a statement of SEN; if appropriate, it makes a statement and arranges, monitors and reviews provision.
Statements of special educational need are reviewed annually in consultation with parents, the Board and other agencies.
|Board of Governors|
|Special Educational Needs|
|Extra Curricular Activities|
|Extended School Programme|
|Individual Education Plans|
|SEN Curriculum Support|
|Ardmore House Special School|
|Middletown Centre for Autism|
|CP Raising Concerns|
|Online Safety Advice|